Liu, Qian;
Jiang, Mengjie;
Wang, Yonghua (Yoka);
He, Liqun;
(2025)
AI literacy in shadow education: exploring
Chinese EFL practitioners’ perceptions and
experiences.
Journal of China Computer-Assisted Language Learning
10.1515/jccall-2025-0011.
(In press).
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Abstract
Artificial intelligence (AI) is increasingly reshaping education by identifying students’ learning challenges and enhancing academic performance. However, many teachers lack a comprehensive understanding of AI, limiting their ability to fully utilise its potential in teaching. While existing research has examined students’ AI literacy in formal education, little is known about the perceptions and experiences of English as a Foreign Language (EFL) practitioners in shadow education. To address this gap, this study employed in-depth semi-structured interviews with nine Chinese EFL practitioners in shadow education to explore their perceptions and practices regarding AI literacy. The findings reveal diverse perspectives on AI, varying levels of AI-related knowledge, different approaches to applying and evaluating AI tools, and ethical considerations, all of which are shaped by distinct teaching experiences across various contexts. These insights illustrated key dimensions of existing AI literacy frameworks within the new context of Chinese shadow education. We also highlighted the importance of considering AI’s implications for educational equity and social justice, which informed the development of a five-dimensional AI literacy framework for EFL practitioners in the shadow education sector. This framework encompasses a human-centred mindset, AI knowledge and understanding, AI application and evaluation, AI ethics, and systemic and societal implications of AI. Our study offered recommendations for EFL teachers in shadow education, teacher educators, and educational institutions seeking to equip language teachers with the necessary attitudes, knowledge and skills to navigate the evolving landscape of AI-driven language education.
| Type: | Article |
|---|---|
| Title: | AI literacy in shadow education: exploring Chinese EFL practitioners’ perceptions and experiences |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.1515/jccall-2025-0011 |
| Publisher version: | https://www.degruyterbrill.com/document/doi/10.151... |
| Language: | English |
| Additional information: | Copyright © 2025 the author(s), published by De Gruyter and FLTRP on behalf of BFSU. This work is licensed under the Creative Commons Attribution 4.0 International License, https://creativecommons.org/licenses/by/4.0/. |
| Keywords: | AI literacy; shadow education; EFL practitioners; teacher perceptions |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Culture, Communication and Media |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10211172 |
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